few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
[IMG]
Counters, 10 per pair of students
Decks of number cards 0-5 (with 4 of each number) or two 0-5 dice
Setup
This activity is done in pairs. The students sit side by side with 10-frame and deck of cards or dice. If they have cards, the cards are shuffled and placed face down in front of them.
Action
Player 1 flips a card or rolls the die. They place that many counters on the 10-frame. Player 2 flips a card or rolls the die. They place that many more counters on the 10-frame next to the counters already on the ten frame. The students count the total together.
A recording sheet can be added when the students have been introduced to equations and number sentences. For those students who can handle higher numbers, a deck of 0-10 cards and two 10-frames can be used.
This game can also be played alone.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: AB

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K
options: Extend the counting sequence.

Work with numbers 11–19 to gain foundations for place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand place value.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to add and subtract.

Understand the place value system.
problem_activity: Narrative
The purpose of this activity is for students to subtract a one-digit number from a two-digit number. In the previous activity, students shared many ways to subtract including using connecting cubes or base-ten blocks to show decomposing a ten. They build on this understanding as they use base-ten blocks to represent the starting number and subtract an amount that requires them to decompose a ten.
MLR8 Discussion Supports.
Synthesis: Display sentence frames to support students with preparing to explain their thinking in the whole-class discussion. “First, I _____ because . . . .” “I noticed _____ so I . . . .” If necessary, revoice student ideas to demonstrate mathematical language, and invite students to chorally repeat phrases that include relevant vocabulary in context.
Advances: Speaking, Conversing
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details they think are important to remember. Use the sentence frame: “The next time I subtract, I will know that I need to decompose a ten when . . . .“
Supports accessibility for: Conceptual Processing, Memory
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give each group access to base-ten blocks.
Activity
“Diego was representing numbers using base-ten blocks. Work with a partner to follow along and see what Diego discovered.”
“Use your blocks first to show what Diego does. Then answer any questions.”
8 minutes: partner work time
Monitor for students who talk about “exchanging” or “trading” a ten for ten ones.
Student Facing
Diego started with 5 tens and 5 ones. Represent Diego’s blocks with the base-ten blocks.
How many does he have?
Diego took away 2 tens.
Draw a representation to show what happened to Diego’s blocks.
Write an equation to show how many Diego has now.
Then, Diego took away 8 ones.
Draw a diagram to show what happened to Diego’s blocks.
Write an equation to show how many Diego has now. Be prepared to explain your reasoning.
Student Response
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Advancing Student Thinking
Some students may get the ones they need, but also keep the ten. Consider asking:
“Why did you add 10 ones to Diego’s blocks?”
“What is the value of the blocks now?”
“When you decompose a tower of ten, what happens to the tower? How could you show this with the base-ten blocks?”
Activity Synthesis
“What did you need to do with the blocks when Diego took away 8 ones?”
Select previously identified students to share.
“What is different about using base-ten blocks compared to the towers of ten?” (With the towers we could break it apart, but with the base-ten blocks we had to give a ten and take out 10 ones.)
“When you subtract by place, sometimes you need to decompose a ten to subtract ones. When we use connecting cubes, we can show those by breaking apart or decomposing a tower of ten.”
“When we use base-ten blocks, we can't break apart the ten into ones, but we can still show decomposing it by replacing 1 ten with 10 ones.”


correct_option_index: 7